Assessing Competence in Professional Performance across Disciplines and Professions [electronic resource] /
Wimmers, Paul F.editor.
Mentkowski, Marcia.editor.
This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of “performance assessment for learning” to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources. "... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ..." Lee Shulman, Stanford University.
Description based upon print version of record.
Includes bibliographical references at the end of each chapters and index.
Foreword; Lee S. Shulman -- 1. Introduction; Marcia Mentkowski and Paul F. Wimmers -- 2. Conceptual Elements for Performance Assessment for Faculty and Student Learning; Marcia Mentkowski, Mary E. Diez, Dena Lieberman, Desiree Pointer Mace, Margaret Rauschenberger, and Jeana Abromeit -- 3. Improving the Integration of Performance Assessments within the Curriculum Across the Professions; Ilene Harris -- 4. Beyond Authenticity: What Should We Value in Assessment in Professional Education?; Chris O’Neal -- 5. Assessing Performance in Engineering Education: Examples Across Fifty Years of Practice; John Heywood -- 6. Instruction and Assessment of Competencies: Two Sides of the Same Coin; Paul F. Wimmers, Lourdes R. Guerrero, and Susan Baillie -- 7. Performance Assessment in Legal Education; Erika Abner and Shelley Kierstead -- 8. Assessing Student Learning Outcomes Across a Curriculum; Marcia Mentkowski, Jeana Abromeit, Heather Mernitz, Kelly Talley, Catherine Knuteson, William Rickards, Lois Kailhofer, Jill Haberman, and Suzanne Mente -- 9. Assessing Across Domains of Study: Issues in Interdisciplinary Assessment; Mark Russell, Anne McKee, and Michele Russell-Westhead -- 10. Thinking Critically About the Quality of Critical Thinking Definitions and Measures; Lily Fountain -- 11. Understanding the Assessment of Clinical Reasoning; Joseph Rencic, Steven Durning, Eric Holmboe and Larry D. Gruppen -- 12. Assessment of Interprofessional Education: Key Issues, Ideas, Challenges and Opportunities; Brian Simmons, Susan J. Wagner and Scott Reeves -- 13. Incorporating Groupwork into Performance Assessments: Psychometric Issues; Noreen M. Webb -- 14. Evaluating Team Performance: A Systematic Review; Danette W. McKinley -- 15. Developing and Assessing Teams Working Collaboratively Across Professions; Anne McKee -- 16. Faculty Development in Assessment: What the Faculty Need to Know and Do; Ara Tekian and John J. Norcini -- 17. Performance Assessment in Faculty Development Programs: Value of Action Research in Leadership Training; Ming Lee, Ronald Cohn, Jodi Cohn and Dan Osterweil -- 18. Assessing Competence in Medical Humanism: Development and Validation of the ICARE Scale for Assessing Humanistic Patient Care; Ming Lee, Paul F. Wimmers and Cha Chi Fung -- 19. Evaluating the Paradigm Shift from Time-Based Toward Competency-Based Medical Education: Implications for Curriculum and Assessment; Yoon Soo Park, Brian Hodges and Ara Tekian -- 20. Assessment Challenges in Creating the Uniform Bar Examination: Politics, Practicality, and Psychometrics -- Douglas R. Ripkey and Joanne Kane -- 21. Summary and Conclusions; Paul F. Wimmers and Marcia Mentkowski.
This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of “performance assessment for learning” to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources. "... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ..." Lee Shulman, Stanford University.
Educational tests and measuremen.
Professional & Vocational Education.
Assessment, Testing and Evaluation.
Learning & Instruction.